individuals value trust, caring, and loyalty to others as a basis for moral judgment/ this is when children adop their parents moral standards

stag4) social system morality

moral judgment ate based on understanding of the social order, law, justice, and duty (the community needs law and order in order for it to work effectivly)

level3- postconventional level(adults)

stage5- social contract or utility and individual rights

stage6- universal ethical principles

stage5) social contract or utility and individual rights

individuals reason that values, rights, and principles undergird or transcend the law/ a person evaluates the validity of actual laws, and social systems in terms of the degree to which they preserve and protect fundamental human rights and values

stahge6) universal ethical principles

individuals have developed moral judgment that are based on universal human rights. when faced with a dilemma between law and conscience, they follow a personal, individualized conscience, even though the desion might brign risk

level 1) preconventional reasoning

good and bad are interpreted in terms of external rewards and punishments

level2) conventional reasoning

individuals apply certain standards, but they are the standards set by others, such as parents or the government

level3) postconventional reasoning

individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code

kohlbergs jutice perspective

focuses on the rights of the individual indpendently make moral decisions/ gender bias

gilligan care perspective

views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships whith others and concern for others

social conventional reasoning

fcouses on conventional rules that have been established by social consenus in order to control behavior and maintain the social system(raising your hand in class)

moral reasoning

focus on ethical issuses and rules of morality, obliatory, widley accepted, and some what impersonal (rules pertaining to lying cheating stealing etc)

resistance to temptation and slef control

offering children cognitive rationales enchances most forms of punishment. cognitive rationals are more effective in getting children to resist temptation over a period of time thatn punishment that do not uses reasoning.

moral pefrmance

behavior determined by motivation and the rewards and incentives to act in a specific moral standard

moral competencies

what individuals are capable of doing, what they know, their skills , their awareness of moral rules and regulations and the cognitive ablility to construct behaviors

social cognitive theroy of morality

distinction between an indviduals moral competenece( the ability to perform moral behaviors) and moral performance( pefroming those behaviors in specifc situations)/ enviroment, cognition, and behavior

freuds psychoanalytic theory

guilt and the dsire to avoid feeling guilty are the foundation of moral behavior

superego

ego ideal

conscience

superego

is the moral branch of persnality consisting of two main counterparts

ego ideal

conscience

ego ideal

part of superego that rewards the child by conveying a sense of pride and personal value when the child acts according to ideal standads approved by the parents

conscience

componet of superego that rewards the child for behaviors disapproved of by parents by making the child feel guilty and worthless

empathy

reacting to anothers feeling with an emotional response that is similar to the others feeling (put onself in anothers place emotionally)

young infants empathic respnse in which clear boundaries between the feelings and need of the self and those of antoher have not yet been established (fought off tears , sucked her thumb, and buried her head in her mothrs lap after she seen another child fall hurt himself)